Inversed Learning in an Intermediate Accounting Course

Autor/in	Bentley, Ashley Blaine
Titel	Inversed Learning in an Intermediate Accounting Course
Quelle	(2019), (104 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, East Tennessee State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3921-7555-2
Schlagwörter	Hochschulschrift; Dissertation; Undergraduate Students; Accounting; Business Administration Education; Learning Processes; Blended Learning; Academic Achievement; Outcomes of Education; Scores; Grade Point Average; Gender Differences; Cognitive Style; Active Learning + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Abrechnung; Buchführung; Buchhaltung; Learning process; Lernprozess; Schulleistung; Lernleistung; Schulerfolg; Geschlechterkonflikt; Cognitive styles; Kognitiver Stil; Aktives Lernen
Abstract	Students enrolled in accounting courses often struggle because of the complexity of the topic. Accounting instructors have searched for effective means of fostering student success, but the learning process continues to change. Critical thinking and problem solving abilities are vital for students and future professionals. Thus, teaching should not be limited to the transmission of information. By moving the dissemination of basic knowledge outside the classroom inversed learning allows class time for deep dives into complex topics and hands-on activities. Students who are actively involved in learning tend to be more successful in the classroom. The purpose of this study was to determine how undergraduate students in an intermediate accounting course respond to an inversed classroom structure as it relates to financial accounting. A quasi-experimental, quantitative approach was used to investigate whether the academic performance of students who received instruction in a flipped classroom significantly differed from students who received instruction in a traditional classroom. Subgroups of students within the treatment group were examined to determine their response to the intervention. The study was completed over 2 semesters. Participants were determined by pre-existing groups. Students enrolled in an intermediate accounting course during the spring 2018 semester received instruction in a traditional manner. Students enrolled in the same course during the fall 2018 semester were taught using the inversed model. The researcher for this study also served as the instructor for both groups. Academic achievement was measured by student performance on four exams administered during each semester. Six research questions were addressed using MANOVA, ANOVA, and multiple regression analyses. The results indicated students generally perform better in the inversed learning environment than in the traditionally formatted classroom. Although the comparisons were not statistically significant, students in the flipped classroom did achieve higher scores on 3 of the 4 exams. No significant interaction was found between the classroom environment and gender or learning style. Both college GPA and gender were found to be significant predictors of academic performance. The findings from this study may support faculty in the enrichment of college curriculum by promoting active learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01